Raunds Child Centre

Raunds Child Centre

Unique reference number (URN): 2857956 Address: Raunds Playgroup, Mountbatten Way, Raunds, Wellingborough, NN9 6PA Type: Childcare on non-domestic premises Registered with Ofsted: 16/07/2025 Registers: EYR Registered person: Raunds Child Centre

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

All children, including those with special educational needs and/or disabilities (SEND), are making steady progress in their development from their individual starting points across the 7 areas of learning. Children with SEND receive focused and targeted support with their next steps, for example with communication and language. All children confidently communicate their thoughts and ideas throughout the day, and everyone's unique contribution is valued. There are consistent routines in place, which all children understand. For example, children know they need to tidy up outside before going inside. Throughout their time at the setting, children learn from different experiences that support them to be well prepared to go to school when the time comes. Children take part in turn-taking games and wait patiently for their friends to have a go. They begin to resolve minor disagreements and know how to ask staff for help if needed. Sometimes, children do not gain the most from

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Achievement Expected standard

their learning because staff do not rectify any misunderstandings as they occur in their play.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have taken positive action to address concerns around supporting children's behaviour. Staff now talk to children about how they are feeling. All staff have high expectations for children. They are positive role models to children and show children what to do before giving them plenty of time to have a go themselves, for example at snack time when staff encourage children to pour their own drinks.

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Behaviour, attitudes and establishing routines Expected standard

Staff and children have effective relationships. Throughout the day, many relaxed, natural conversations take place between staff and children. Children invite staff to join in with them as they play. When they need reassurance or support, children go to staff to ask for help, either by using words or taking staff by the hand to show them what they need. Staff support children to understand how to get along with each other. When children accidentally hurt their friend's hand when using small gardening tools, staff support them to understand how the other child might be feeling and how to say sorry.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work effectively with parents and carers to support children's attendance. They talk to parents about the importance of children arriving on time so that they access all parts of the day at the setting. Leaders recognise this builds secure routines for when children go to school.

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Children's welfare and wellbeing Expected standard

Leaders support children to learn and develop in a calm and welcoming environment. They have adapted rooms so that these are now more spacious and children have plenty of room to move around safely and play. Staff teach children how to develop healthy lifestyles. They work alongside parents to ensure children bring healthy and nutritious food in their lunch boxes to the setting. There are effective practices in place to meet the needs of children with food allergies. Staff support children with special educational needs and/or disabilities and those children with special dietary requirements. They work alongside specialist agencies and follow appropriate guidance and procedures to ensure that children with specific feeding preferences and routines are managed well.

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Children's welfare and wellbeing Expected standard

Staff provide children with experiences so that they can start to understand how to keep themselves safe. They talk to children about the importance of using scissors safely when cutting. There are consistent routines in place at the setting, which helps all children to understand what is happening next and what the expectations are. When on occasion children do need support to manage their feelings and emotions, staff sensitively support them and explain what they could do to help themselves feel calm again. Staff know and understand children's individual needs very well and celebrate each child as an individual. This helps children develop a sense of belonging.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum that effectively supports children's development across the 7 areas of learning. Staff support children with their communication and language skills. For example, for children with special educational needs and/or disabilities, they use communication boards to encourage children to identify what they would like to have for snack. They regularly repeat words and phrases back to children to support them with their communication skills. Staff provide plenty of time for children to consolidate previous learning. For example, they ask children how long it will be until a chrysalis becomes a butterfly and introduce new vocabulary, such as 'transform'. Children look excitedly at the chrysalis in the net and remind their friends not to touch the net, as the chrysalis could fall. Children develop their physical skills well. They spend sustained periods of time using different materials alongside scissors and glue to make a butterfly wrapped inside a

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Curriculum and teaching Expected standard

chrysalis. Staff ask children questions about what they have made and give them plenty of time to respond. Children attempt to balance outside and develop their large movements.

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Curriculum and teaching Expected standard

Staff continually observe children to check what children already know and can do and adapt teaching to support them. On occasions, staff do not consistently address children's misunderstandings when they occur. For example, when children incorrectly count the number of toy frogs onto lily pads, staff move on too quickly and do not support children to recognise the correct amount.

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Inclusion Expected standard

Leaders and staff observe children's development and quickly identify their individual needs. Staff understand how to use the graduated approach so that all children make steady progress. If children need additional support, this is swiftly put into place, meaning children receive extra help as quickly as possible. Leaders and staff work closely with parents and other professionals so that there is a collaborative approach between everyone involved in caring for children. For children with special educational needs and/or disabilities (SEND), staff skilfully adapt activities to enable all children to take part. For example, they provide children with communication boards or life-size pictures of objects, such as books and toy cars, to help children to independently select toys they would like to play with.

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Inclusion Expected standard

Additional funding is used effectively to provide specific resources to support children with SEND to make progress. For example, staff provide more sensory experiences for children when this is identified as a next step in children's development. In addition, they provide specialist seating arrangements to enable all children to be fully involved in mealtimes. Leaders regularly review the impact additional funding is having and make appropriate adaptations as needed. Staff are skilled at recognising any potential barriers to learning for individual children. They get to know children, parents and families very well and build relationships, which enables them to know about any changes at home where children may need additional support.

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Leadership and governance Expected standard

Leaders have made immediate improvements that are in the best interests of children and adapted strategies used to help support children to understand their behaviour. Since they registered, leaders have taken positive action to develop an effective curriculum at the setting. They have an accurate understanding of their strengths and know what they would like to do to improve the setting further. Leaders complete observations of staff practice. From these observations, they identify staff's strengths and what they could do to develop even further. Leaders recognise that support and training for staff does not yet identify precisely what staff can do to develop the quality of teaching to a higher level.

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Leadership and governance Expected standard

Leaders support staff effectively with their wellbeing and help develop confidence. There is an open culture at the setting, where staff feel confident to raise any concerns. Staff make good use of support available from other professionals. They access regular networking meetings for staff who support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders and staff have regular communication with parents. They share ideas with parents about how they can support their children at home. Parents feel well informed about the progress their children are making at the setting.

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What it's like to be a child at this setting

Staff greet children warmly when they arrive at nursery. They gather relevant information from parents, asking thoughtful questions to enable them to support children throughout the day, such as if children have had a good night's sleep and eaten breakfast. Staff support parents with managing children's attendance and explain the importance of arriving on time. Children rush inside when they arrive and know the routines of the day well. Staff encourage them to take off their coats and jackets and place them into their boxes. They know where to put their lunch boxes on arrival and then sit down ready for the register and day to begin. Routines of the day are fully embedded. This helps children know what comes next and what to expect.

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About this setting

All children, including those with special educational needs and/or disabilities, make progress across the 7 areas of learning. Staff adapt activities to make sure they are accessible to all. Staff and children have secure bonds with each other. Children regularly seek out staff throughout the day to share their learning with them. Staff understand children's individual needs well. They quickly recognise when children become upset and know how they can support them and intervene swiftly. Leaders and managers have taken appropriate action to ensure that staff understand how to support children with their behaviour. Children are learning to express their feelings and emotions and understand why they need to share or say sorry to their friends when they have accidentally hit them with a toy.

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About this setting

Staff support children to be as independent as possible. For example, children know they need to wash their hands with soap and water before snack time. Children know to place paper towels in the bin when they have finished drying their hands. Staff encourage children to pour their own drinks and encourage them to think about how quickly the water is pouring from the jug so the cup does not overfill. Parents say the nursery supports children well and that they are well prepared to go to school when the time comes.

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Next steps

Leaders and managers should provide more focused support and training that meets the individual needs of staff to raise the quality of teaching to the highest level. Leaders and managers should implement strategies to develop staff's understanding of how to address misunderstandings when they occur in children's play.

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About this inspection

The inspector spoke with the nominated individual, the manager and staff during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Unique reference number (URN): 2857956

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Address:

Raunds Playgroup Mountbatten Way, Raunds Wellingborough NN9 6PA

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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